University-School Partnership in China: Teachers' Personal Factors, Working Conditions, and Principal Leadership That Explain Their Development in Teaching

Autor/inn/en	Zhang, Xin; Admiraal, Wilfried; Saab, Nadira
Titel	University-School Partnership in China: Teachers' Personal Factors, Working Conditions, and Principal Leadership That Explain Their Development in Teaching
Quelle	In: Frontiers of Education in China, 15 (2020) 4, S.621-646 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
DOI	10.1007/s11516-020-0029-1
Schlagwörter	Foreign Countries; College School Cooperation; Partnerships in Education; Elementary School Teachers; Teacher Characteristics; Teaching Conditions; Principals; Instructional Leadership; Faculty Development; Teacher Educators; Teacher Effectiveness; Scores; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; Hochschulpartnerschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	In China, the university-school partnership (USP) is a community of continuous professional development (PD) for teachers, involving teacher educators who visit schools. This study explores teachers' personal factors, school working conditions, and principal leadership in order to explain differences in teachers' learning when they have participated in the training program. Using a one-group pretest-posttest design, 375 teachers from 12 primary schools in Shanghai participated. Their learning performances are measured by changes in their teaching quality as evaluated by their students. Results of regression analyses show that teachers generally receive higher scores on teaching quality after the program than before. Three factors are significantly and negatively related to the changes in quality: teachers' educational level, the extent to which teachers feel emotional pressure in their profession, and the support from their school principal. Implications for school leaders and policymakers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01